The Art of Changing the Brain James E. Zull Publisher: Stylus, Stylus Arlington Arlington, VA Available at: Amazon.

com

JAMES E. ZULL

FROM BRAIN TO MIND

USING NEUROSCIENCE AS A GUIDE FOR CHANGE IN EDUCATION
STYLUS (AMAZON.COM)

Human brain changes during l learning i

Change is neuron branching

Learning (and forgetting) change the brain

Draginski et al, Nature, Regensburg

WHAT MAKES CHANGE? USE OR DISUSE EMOTION

THE ART-PART ART PART I USE MAJOR REGIONS OF CORTEX

The three functions of cerebral cortex

Sensing Integrating Action

Two kinds of integration

Back brain: integrate information and data to produce complete pictures and facts, and store memories of images, images faces, faces stories, stories etc etcRed Red dots in green trees = apple orchard Front brain: integrate back brain information (pictures, memories and facts) by holding them in short term memory in order to create ideas plans, hypotheticals, etcLadder under red dots in green trees = predict apple picking

Flow of signaling in cortex

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Confirming the cycle

Thorpe, p , S.J. et al, , Science, , Toulouse, ,

FOUR PILLARS OF LEARNING

EXPERIENCE-GET INFORMATION REFLECT-MAKE MEANING CREATE-PREDICT ACT-TEST ACT TEST

We are back in the presurnames prodromarith d ih period of course period, course, just when enos chalked halltraps p

SOME REASONS CYCLE WORKS

No magic in cycle itself Four times ( (at least) ) the chance of remembering Its metacognitive Produces episodic memory

METACOGNITION
Awareness of each element Importance of last step Awareness of process p

BECOMES A STORY (EPISODIC MEMORY)

THE ART-PART II ASK HOW ARE MY STUDENTS FEELING?

SCREENING FOR THE NEGATIVE

after LeDoux, Emotional Brain

AMYGDALA-CORTEX AMYGDALA CORTEX CROSSTALK

The joy of learning is as indispensible in study as breathing is in running. running -- Simone Weil

DOPAMINE PATHS-REWARD IN THE FRONT? (Nolte, J.)

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REWARD SYSTEM AND MOVEMENT

THE ART-PART III

USE EXISTING NEURONAL NETWORKS

BUILDING ON PRIOR KNOWLEDGE

WHAT IS THE ART? 1. Use all four major functions 1 of brain 2. Ask how do my students feel? Are things moving? feel? 3. Work from existing networks of neurons 4 Balance all these 4.